Survey of implant experience by prosthodontists in the United States

PURPOSE

The paper presents results of a survey of members of the American College of Prosthodontists (ACP) conducted to determine experiences and practices with dental implants.

MATERIALS AND METHODS

Preliminary survey questions regarding the prosthetic and surgical use of dental implants were developed. The master list of questions was distributed to communities of interest to establish the most pertinent items of interest. The final questionnaire was distributed to all members of the ACP living or practicing in the United States and members engaged in the U.S. armed services. Responses were compiled and analyzed to determine correlation of responses using the chi-squared test for count data (level of significance alpha = 0.05). Fisher's exact test was applied to all significant responses.

RESULTS

Surveys were distributed to 1815 ACP members. A total of 554 (31%) surveys were completed. On the basis of age distribution of survey respondents, it was determined that the respondents were representative of the ACP membership. The majority of the respondents (82%; CI, 79% to 85%) treat patients with implant-supported prostheses, while 12% (CI, 10% to 15%) surgically place implants. Of those not placing implants, 24% reported a desire to place implants, while 43% of all respondents expressed a desire for an ACP-sponsored course in implant placement. Increased age of the prosthodontist correlated negatively with a desire to place implants (p < 0.0001). Dissatisfaction with implant placement by others correlates with willingness to surgically place implants (p < 0.0001).

CONCLUSIONS

Most prosthodontists (82%) use implant-supported prostheses in their practices, but most of the implants are placed by non-prosthodontists. There is general satisfaction with implant placement regardless of the specialty of the practitioner placing the implants. Younger prosthodontists expressed a greater desire to surgically place implants but were not statistically more likely to do so.

The future of teaching of complete denture construction to undergraduates

For some time there has been a need to discuss the undergraduate complete denture curriculum in the light of the inception of the specialist lists and the impending introduction of clinical dental technicians to ensure that general dental practitioners can continue to provide a complete denture service to the public. Publication in draft form by the General Dental Council of their document 'The First Five Years - The undergraduate dental curriculum increases the need for this debate.

The virtual articulator in dentistry: concept and development

Virtual Reality (VR) technology is one of the most important innovations for research, development, and industrial production. In dentistry, VR technology will be useful in providing better education through simulation and in enhancing working procedures that are conventionally limited, e.g., the mechanical articulator. It is the purpose of this article to present concepts and strategies for a future replacement of the mechanical articulator by a virtual one.

Oral prosthetics from a Nordic perspective

PURPOSE

The purpose of this study was to describe oral prosthetics in a context intended for other, primarily Nordic, health professionals and health authorities.

MATERIALS AND METHODS

An article describing oral prosthetics for the general public was formulated on the basis of recent data and publications in prosthodontics from Scandinavian authors. A draft was presented to the educational committee of the Scandinavian Society for Prosthetic Dentistry for verification and consensus. Following modifications and amendments by representatives from the 11 dental schools in the Nordic countries, the educational committee has approved the present article.

RESULTS

The report consists of four sections describing oral prosthetics, prosthetic therapy, undergraduate teaching in oral prosthetics, and advanced oral prosthetics, from a Nordic perspective. The report appraises the various factors in context with demographic, cultural, and professional circumstances and suggests strategies for improvement of present conditions.

CONCLUSION

The relationship between the undergraduate curriculum in oral prosthetics and the public need for advanced oral prosthetics must continuously be monitored so that patients can obtain optimal care from the profession.

Survey of undergraduate esthetic courses in U.S. and Canadian dental schools

U.S. and Canadian dental schools were surveyed regarding curriculum issues related to undergraduate dental esthetic restorative courses. A one-page survey instrument was sent to deans of academic affairs (n=59) of dental schools to complete or forward to the most appropriate faculty at their respective schools who would be knowledgeable about the esthetic restorative curriculum. Responses were received from forty-two dental schools (42/59) for a response rate of 72.9 percent. The first part of the survey asked if a specific esthetic restorative course was offered at their school, if it was mandatory or elective, and details of the course length and content. The second part of the survey asked whether selected esthetic restorative procedures were included in the curriculum. Respondents to this survey indicated that most types of esthetic restorative procedures are taught whether or not an esthetic course is included in the curriculum.

Will there be a need for complete dentures in the United States in 2020?

Currently, there is much speculation among dental educators that the need for complete dentures will decline markedly in the future and that complete denture training should be removed from the dental curriculum. Estimates based on national epidemiologic survey data indicate that edentulism has declined by 10% every decade and that only 90% of edentulous adults obtain and wear complete dentures. However, when the number of adults in each specific age group is multiplied by the percentage who need a complete maxillary or mandibular denture, the results suggest that the adult population in need of 1 or 2 complete dentures will increase from 33.6 million adults in 1991 to 37.9 million adults in 2020. The 10% decline in edentulism experienced each decade for the past 30 years will be more than offset by the 79% increase in the adult population older than 55 years. The clinical implications of these findings are twofold: First, practicing dentists will find that a sizable minority of the patient population will continue to need complete denture services; and second, if training in complete denture prostheses is eliminated from the dental education curriculum, millions of patients will be forced to seek denture services from alternative providers.

[Lingualized occlusion in the South African context]

The search for the ideal artificial tooth arrangement that maximizes denture stability, comfort, aesthetics, and function has occupied the dental literature for many years and still continues to do so. Of the many occlusal schemes that have been presented to the dental profession, that of lingualized occlusion has emerged as one of the more popular. The popularity of lingualized occlusion stems from the simplicity and flexibility of the concept and from its wide application to clinical practice (Parr & Ivanhoe, 1996). The registration of a repeatable correct centric jaw relation is not always possible. We don't know whether the patient will use centric relation during normal function. It is therefore useful to provide the patient with some freedom of movement around centric. lingualized occlusion provides freedom in centric. For many dentists the arrangement of artificial denture teeth into balanced occlusion is difficult and time consuming. As a result this task is most often performed by the dental technician. In the South African countryside dental laboratories are often far away. If dentists perform the arrangement of the denture teeth, time and costs can be saved. The mounting of denture teeth in lingualized occlusion is simple and fast. This will motivate dentists to arrange denture teeth themselves, with obvious benefits for both the patient and the dentist. The School of Oral Health Sciences of the University of Stellenbosch teaches this concept to its undergraduate students in order to improve the prosthetic service to the large edentulous population of South Africa.

Assessment of the use of problem-orientated, small-group discussion for learning of a fixed prosthodontic, simulation laboratory course

AIM

To evaluate a simulation laboratory course that used student-centred small-group problem-orientated discussion activities as the main medium of instruction.

METHODS

A structured questionnaire using a six-point Likert scale with 30 statements relating to a fixed prosthodontics course was distributed to 4th-year and 5th-year students who had completed the course.

RESULTS

A 93% response rate was achieved for both years with a mean score for the 4th-year being 94.2 (+/- 13.7) and the 5th-year 107.5 (+/-16.9). The differences between the scores of both years are highly significant (P = 0.0006) indicating that the 5th-year were more favourable about the course and learning approach used. Consistency and reliability of the questionnaire was judged reliable according to Cronbach's alpha (4th-year = 0.7, 5th-year = 0.83). Many aspects of the small-group student-centred activities were highly valued by students however, students expressed a preference for learning and interacting with teachers than colleagues.

CONCLUSION

Small-group student-centred learning activities were reported as creating an active, safe learning environment with beneficial opportunities for peer-peer interaction such as questioning, teaching and learning from students. However, students expressed a preference for teacher-centred information dissemination and activities. An understanding of the rationale of student dependence to teacher-centred learning may allow improved modifications in a student-centred learning environment.

Implant education in the dental curriculum

The success of osseointegrated dental implants has forever changed dentistry and, thus, undergraduate dental education. With the tremendous clinical acceptance and increased patient demand for dental implants, dental school educational programs must prepare students to treat patients with this modality. The purpose of this article is to provide an overview of the predoctoral dental implant educational program at the University of California at Los Angeles School of Dentistry.

Preliminary evidence for a general competency hypothesis

Although predoctoral dental education is generally taught and evaluated by disciplines, there is no evidence bearing on whether the competencies necessary to begin independent practice are learned and practiced as a general set of skills, understanding, and values or as groups of discipline-specific skills, understanding, and values, which together constitute graduation competency. There is some support in the literature for each view In this preliminary investigation, 64,000 faculty ratings of student clinical competency were analyzed in a Year x Quarter x Discipline x Model design. The dependent variable was predictive validity of graduation quarter competency ratings using R-values from four prediction models. Results of a multiple repeated measures ANOVA show that models based on technical skills other than the one being predicted, clinical judgment and patient management, and the combination of these two models all predict graduation competency in each of four disciplines better than do ratings in the disciplines being predicted. As the time gap between predictive and predicted competence decreases, predictions become more accurate, but an asymptote is reached by the middle of the final clinical year. By using general models to evaluate students rather than discipline-specific ones, students needing intervention and remediation and those who could benefit from enrichment experiences can be identified as accurately at the beginning of their clinical careers as they can near the graduation deadline. This study provides preliminary support for a general competency hypothesis and suggests that research is necessary to better understand how students and dentists learn and practice rather than how they are taught.

Use of simulation technology in dental education

Simulation is becoming very beneficial in the area of health care education. Dentistry has used various types of simulation in preclinical education for some time. This article discusses the impact of the current simulation laboratories on dental education and reviews advanced technology simulation that has recently become available or is in the developmental stage. The abilities of advanced technology simulation, its advantages and disadvantages, and its potential to affect dental education are addressed.

Resin-bonded bridges by dental undergraduates: three-year follow-up

This study was conducted to evaluate performance and longevity of resin-bonded bridges in patients treated by undergraduate dental students. A total of 62 bridges had been constructed for 53 patients by the students at the School of Dentistry, Karolinska Institute, between 1989 and 1997. After a mean observation period of 35.3 months retention had been lost in 13.6% of 59 bridges examined (4.6% per year). The debonding rate was greater in the mandible (8.3 %/year) than in the maxilla (2.7 %/year), and greatest in the mandibular anterior region (13.4%). Thirty-nine patients with 46 bridges (27 maxillary and 19 mandibular bridges), underwent more detailed clinical examination. No significant differences in bleeding and pocket depth were found between abutment teeth and controls. Bleeding was more frequent at the approximal than the lingual surfaces of the abutment teeth. A questionnaire revealed high patient satisfaction, the resin-bonded bridges meeting their expectations. The study suggests that resin-bonded bridges are an acceptable alternative to conventional bridges. Successful outcome is dependent on stringent case selection, an abutment preparation designed to establish retention form, and meticulous bonding procedures.

An assessment of the ability of dental undergraduates to choose artificial teeth which are appropriate for the age and sex of the denture wearer: a pilot study

One of the main objectives in selecting and arranging artificial teeth is to produce prostheses which defy detection. With an appropriate degree of clinical experience and expertise it should be a relatively straightforward procedure to select a suitable artificial tooth mould. However, for the relatively inexperienced dental undergraduate it can be a challenging process. The aim of this study was to assess the ability of dental undergraduates to select artificial teeth which are appropriate for the age and sex of the denture wearer. One hundred and fifty dental undergraduates aged 18-35 were asked to complete a questionnaire to assess their attitudes towards artificial tooth selection and asked to correctly identify six artificial tooth arrangements according to age and sex. The results showed that a large percentage of dental undergraduates at Bristol experience difficulty in selecting artificial teeth which are appropriate for the age and sex of the denture wearer. There is a need for improved training and guidance on artificial tooth selection and arrangement.